Nombre del docente
Fecha
Grado: (si es especialista) - Grado & Materia (si es classroom teacher)
Elemento: (copiar el nombre de el o los elementos de este componente a los que se quiera hacer referencia)
Nivel: (indicar en qué escala de la matriz ubicarían este aspecto de su planeación)
Comentario (no tiene que ser extenso, pero sí específico)
Nombre del Coordinador
Maritza Pérez
02/04/14
First Grade - English
Demonstrating knowledge of content and pedagogy
Basic Improve the variety of activities in learning experiences related to learning to spell and use high frequency words, include more detailed descriptions in planning documents.
Ben Pattenden
Judy Alcalde
02/04/14
First Grade - Maths
Knowledge of content-related pedagogy
Proficient Equated ‘fact families’ to real families and put these families together to create neighbourhoods (making connection with past transdisciplinary unit of inquiry) in order to capture the students’ imaginations. Ben Pattenden
Judy Alcalde 02/04/14 First Grade - Maths Knowledge or content-related pedagogy Basic
Needs to ensure that inquiry and concept-based learning are prioritised over other curricular pressures - relating to over-dependence on Nelson workbooks as a resource. Ben Pattenden
Miguel Vargas
02/04/14
First Grade - English
Knowledge of content-related pedagogy
Proficient
Planned guided reading lessons to consistently include use of a strategy to help children to read (identifying patterns in words, omitting a word and reading on before returning to use meaning to figure out the unknown word). Ben Pattenden
Lina Zambrano 02/04/14 First Grade - transdisciplinary Knowledge of prerequisite relationships Proficient
How we express ourselves: Planned learning experience in which students could discuss a story as depicted in a comic strip and put it into order taking into account the story structure, thereby demonstrating coherence with the lines of inquiry of the transdisciplinary unit. Also built on prior learning in English by including sequencing words which had been worked on previously. Ben Pattenden
Lina Zambrano 02/04/14 First Grade - Maths Knowledge of prerequisite relationships Basic
Make sure that students have ample opportunity to learn necessary skills before being expected to apply them - relating to introducing reading time to the half hour. Ben Pattenden
María Helena Valencia 02/04/14 First Grade - transdisciplinary Knowledge of content-related pedagogy Proficient
Where we are in place and time: Designed learning experience for students to inquire into innovations into visual media and means of communication, asking children to bring in such objects from home, both from the past and present, to display and observe them in class, and to discuss with peers the features and age of the various objects – thereby demonstrating good awareness of strategies for inquiry. Ben Pattenden
Adriana Yepes 02/04/14 First Grade - Maths Knowledge of content-related pedagogy Proficient
Studied different ways for children to gain conceptual understanding of both fractions and place value, designed exciting learning activities including making pizzas to introduce the idea of fractions, playing games and using extended notation for tens and units. Ben Pattenden
Jaya Bookwalter
August 13 /13
PK-Maths
Content and structure of disciplines/Knowledge of Prerequisite relationships
Distinguished
She significantly contributed to reduce Maths indicators in order to fulfill the goal team had to cover less content.
Flor Herrera
Maritza Pérez 30/05/14 First Grade - Maths
Knowledge of content-related pedagogy
Proficient
Maritza’s learning experience planners reflect familiarity with a range of effective pedagogical approaches in Maths, such as using 100 chart and number lines to help children solve additions and subtractions and to follow skip counting sequences (by 2’s, 5’s and 10’s) and provide students with opportunities to work both independently and collaboratively to make sense of ideas and practice skills learnt.
Carmen E. Cabal S. 05/06/14 Ángela de Osorio First Grade Spanish
Component 1a. Demonstrating Knowledge of Content and Pedagogy: Knowledge of content-related pedagogy
BASIC: The teacher's plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and instructional practices specific to that discipline. Ángela´s planning shows knowledged of Programa Letras scope and sequence, however it does not show use of different strategies in a way they would enhance deep understanding and development of language skills. The activities-approaches used might be interesting to motivate the children,, however there is no coherent use of them along the weeks being planned. Language Coordinator Adriana Yepes 11/06/14 Fernando Arce Prekinder y Kinder Competente Fernando tiene claro los aspectos importantes a trabajar con los estudiantes de prekinder y kinder, como el desarrollo de la noción espacial, las habilidades de manipulación y el desarrollo de la motricidad gruesa y realiza una secuencia coherente, que le permite a los niños tener experiencias de aprendizaje entretenidas y ricas en movimiento.
Fecha
Grado: (si es especialista) - Grado & Materia (si es classroom teacher)
Elemento: (copiar el nombre de el o los elementos de este componente a los que se quiera hacer referencia)
Nivel: (indicar en qué escala de la matriz ubicarían este aspecto de su planeación)
Comentario (no tiene que ser extenso, pero sí específico)
Nombre del Coordinador
Maritza Pérez
02/04/14
First Grade - English
Demonstrating knowledge of content and pedagogy
Basic
Improve the variety of activities in learning experiences related to learning to spell and use high frequency words, include more detailed descriptions in planning documents.
Ben Pattenden
Judy Alcalde
02/04/14
First Grade - Maths
Knowledge of content-related pedagogy
Proficient
Equated ‘fact families’ to real families and put these families together to create neighbourhoods (making connection with past transdisciplinary unit of inquiry) in order to capture the students’ imaginations.
Ben Pattenden
Judy Alcalde
02/04/14
First Grade - Maths
Knowledge or content-related pedagogy
Basic
Needs to ensure that inquiry and concept-based learning are prioritised over other curricular pressures - relating to over-dependence on Nelson workbooks as a resource.
Ben Pattenden
Miguel Vargas
02/04/14
First Grade - English
Knowledge of content-related pedagogy
Proficient
Planned guided reading lessons to consistently include use of a strategy to help children to read (identifying patterns in words, omitting a word and reading on before returning to use meaning to figure out the unknown word).
Ben Pattenden
Lina Zambrano
02/04/14
First Grade - transdisciplinary
Knowledge of prerequisite relationships
Proficient
How we express ourselves: Planned learning experience in which students could discuss a story as depicted in a comic strip and put it into order taking into account the story structure, thereby demonstrating coherence with the lines of inquiry of the transdisciplinary unit. Also built on prior learning in English by including sequencing words which had been worked on previously.
Ben Pattenden
Lina Zambrano
02/04/14
First Grade - Maths
Knowledge of prerequisite relationships
Basic
Make sure that students have ample opportunity to learn necessary skills before being expected to apply them - relating to introducing reading time to the half hour.
Ben Pattenden
María Helena Valencia
02/04/14
First Grade - transdisciplinary
Knowledge of content-related pedagogy
Proficient
Where we are in place and time: Designed learning experience for students to inquire into innovations into visual media and means of communication, asking children to bring in such objects from home, both from the past and present, to display and observe them in class, and to discuss with peers the features and age of the various objects – thereby demonstrating good awareness of strategies for inquiry.
Ben Pattenden
Adriana Yepes
02/04/14
First Grade - Maths
Knowledge of content-related pedagogy
Proficient
Studied different ways for children to gain conceptual understanding of both fractions and place value, designed exciting learning activities including making pizzas to introduce the idea of fractions, playing games and using extended notation for tens and units.
Ben Pattenden
Jaya Bookwalter
August 13 /13
PK-Maths
Content and structure of disciplines/Knowledge of Prerequisite relationships
Distinguished
She significantly contributed to reduce Maths indicators in order to fulfill the goal team had to cover less content.
Flor Herrera
Maritza Pérez
30/05/14
First Grade - Maths
Knowledge of content-related pedagogy
Proficient
Maritza’s learning experience planners reflect familiarity with a range of effective pedagogical approaches in Maths, such as using 100 chart and number lines to help children solve additions and subtractions and to follow skip counting sequences (by 2’s, 5’s and 10’s) and provide students with opportunities to work both independently and collaboratively to make sense of ideas and practice skills learnt.
Carmen E. Cabal S.
05/06/14
Ángela de Osorio
First Grade Spanish
- Component 1a. Demonstrating Knowledge of Content and Pedagogy: Knowledge of content-related pedagogy
BASIC: The teacher's plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and instructional practices specific to that discipline. Ángela´s planning shows knowledged of Programa Letras scope and sequence, however it does not show use of different strategies in a way they would enhance deep understanding and development of language skills. The activities-approaches used might be interesting to motivate the children,, however there is no coherent use of them along the weeks being planned.Language Coordinator Adriana Yepes
11/06/14
Fernando Arce
Prekinder y Kinder
Competente
Fernando tiene claro los aspectos importantes a trabajar con los estudiantes de prekinder y kinder, como el desarrollo de la noción espacial, las habilidades de manipulación y el desarrollo de la motricidad gruesa y realiza una secuencia coherente, que le permite a los niños tener experiencias de aprendizaje entretenidas y ricas en movimiento.
José Vicente Medina
Coordinador de P.E.